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Faculty & Staff

Janice Gobert

Publications

Peer-Reviewed (Refereed) Journal Articles

• Gobert, J.D, Pallant, A.R., & Krach, N., & Daniels, J.T.M.  (in press). Unpacking inquiry skills from content knowledge in Geoscience: A research perspective with implications for assessment design. Int. Journal of Learning Technology.

• Gobert, J., O’Dwyer, L., Horwitz, P., Buckley, B., Levy, S.T. & Wilensky, U. (submitted.). Examining the relationship between students’ epistemologies of models and conceptual learning in three science domains: Biology, Physics, & Chemistry. International Journal of Science Education.

•  Gobert, J. (2005). The effects of different learning tasks on conceptual understanding in science: teasing out representational modality of diagramming versus explaining. Journal of Geoscience Education, 53(4), 444-455.

• Gobert, J.D., & Pallant, A., (2004). Fostering students’ epistemologies of models via authentic model-based tasks. Journal of Science Education and Technology. Vol 13(1), 7-22.

• Gobert, J.D., & Tinker, R. (2004). Introduction to the Issue. Journal of Science Education and Technology. Vol 13(1), 1-6.

• Buckley, B.C., Gobert, J.D., Kindfield, A., Horwitz, P., Tinker, R., Gerlits, B., Wilensky, U., Dede, C., & Willett, J. (2004). Model-based Teaching and Learning with BioLogica™: What do they learn? How do they learn? How do we know? Journal of Science Education and Technology. Vol 13(1), 23-41.

• Gilbert, J.K., Treagust, D., & Gobert, J. (2003). Science Education: from the past, through the present, to the future. International Journal of Science Education, 25 (6), 643-644.

• Gobert, J. & Buckley, B. (2000). Special issueeditorial: Introduction to model-based teaching and learning. International Journal of Science Education, 22(9), 891-894.

• Gobert, J. (2000). A typology of models for plate tectonics: Inferential power and barriers to understanding. International Journal of Science Education, 22(9), 937-977.

• Gobert, J. & Clement, J. (1999). Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching, 36(1), 39-53.

Publications Under Review

• Buckley, B.C. Gobert, J., Horwitz, P. & O’Dwyer, L. (in press). Looking inside the black box: Assessments and decision-making in BioLogica. Int. Journal of Learning Technology.

Conference Publications/Proceedings, Reviewed

• Quellmalz, E.S., DeBarger, A.H., Haertel, G., Schank, P., Buckley, B., Gobert, J., Horwitz, P., & Ayala, C. (in press). Exploring the Role of Technology-Based Simulations in Science Assessment: The Calipers Project. In Science Assessment: Research And Practical Approaches. Washington, DC: NSTA.

• Zalles, D., Gobert, J., Pallant, A., Quellmalz, E. (2007). Building Data Literacy, Visualization, and Inquiry in Geoscience Education. In the Proceedings of the Environmental Systems Research Institute (ESRI) Education User Conference. Environmental Systems Research Institute, Inc.

• Manduca, C.A., J. Gobert, P. Laws, D.W. Mogk, and S.J. Reynolds (2005). "Observing and Assessing Student Learning: A Workshop Report." Geological Society of America Abstracts with Programs, 37(7): 283.

• Gobert, J., Horwitz, P., Buckley, B., Mansfield, A., Burke, E., & Markman, D. (2005). Logging Students’ Model-Based Learning and Inquiry Skills in Science. In the Proceedings of the American Association of Artificial Intelligence Technical Report WS-05-02, p. 67. AAAI Press, Menlo Park, CA.

• Gobert, J., Horwitz, P., Tinker, B., Buckley, B., Wilensky, U., Levy, S., and Dede, C. (2003). Modeling Across the Curriculum: Scaling up Modeling Using Technology. In the Proceedings of the Twenty-fifth Annual Meeting of the Cognitive Science Society, July 31-August 2, Boston, MA.

• Gobert, J. (2003). Collaborative Model-Building and Peer Critique Online. In the Proceedings of the Twenty-fifth Annual Meeting of the Cognitive Science Society, July 31-August 2, Boston, MA.

• Gobert, J., Slotta, J., & Pallant, A. (2002). Collaborative Model-Building and Peer Critique via the Internet. In P. Bell, R. Stevens, & T. Satwicz (Eds.), Keeping Learning Complex: The Proceedings of the Fifth International Conference of the Learning Sciences (ICLS), pp. 536-537. Mawah: NJ: Erlbaum.

• Gobert, J. (1997). Summarizing, Explaining, and Diagramming: The Differential Effects on Text-Base Representations and Mental Models. Proceedings of the Nineteenth Annual Meeting of the Cognitive Science Society. Stanford University. August 7-10, Palo Alto, CA.

• Gobert, J. (1994). Reasoning and inference-making with architectural plans. In N.H. Narayanan (Ed.), Reasoning with Diagrammatic Representations. American Association of Artificial Intelligence Technical Report SS-92-02, AAAI Press, Menlo Park, CA.

• Gobert, J. (1993). The comprehension of complex graphics: facilitating effects of text on integration and inference-making. Proceedings of the Fifteenth Annual Meeting of the Cognitive Science Society. University of Colorado at Boulder, June 18-21. Boulder, CO.

• Gobert, J. (1992). Reasoning and inference-making with architectural plans. Working notes of the Spring Symposium on Reasoning with Diagrammatic Representations. American Association for Artificial Intelligence. Stanford University, March 25-27. Stanford, CA.

• Gobert, J. & Frederiksen, C. (1988). The comprehension of architectural plans by expert and sub-expert architects. Proceedings of the Tenth Annual Meeting of the Cognitive Science Society. Montreal, Canada. Hillsdale, NJ.: Lawrence Erlbaum.

Book Chapters

• Horwitz, P. Gobert, J., & Buckley, B. (in press). Learning Genetics From Dragons: From Computer-Based Manipulatives to Hypermodels. To be published in M. Jacobson & P. Reimann (Eds.), Designs for Learning Environments of the Future. Springer Publishers.
  

• Gobert, J. (2005). Leveraging technology and cognitive theory on visualization to promote students’ science learning and literacy. In Visualization in Science Education, J. Gilbert (Ed.), pp. 73-90. Springer-Verlag Publishers, Dordrecht, The Netherlands. ISBN 10-1-4020-3612-4.

Books (including edited volumes and textbooks)

• Gilbert, J., Treagust, D., & Gobert, J. (Eds.) (2003). Special Issue: Science Education from the past, through the present, to the future. International Journal of Science Education, 25(6), 643-773.

• Gobert, J. D., & Buckley, B.C. (Eds.) (2000). Special Issue: Introduction to model-based teaching and learning in Science Education. International Journal of Science Education, 22(9), 891-1053.

Other

Other Publications or Works

• Gobert, J. & Horwitz, P. (2002). Do modeling tools help students learn science? In @ Concord, 6(1), p.19.

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